QQQuarterQuarter FourMonday and Friday - Research What will you discover? Students choose their Discovery unit topics and collect interesting and important facts and key terms. See Laser Talk rubric above. Students must also gather their sites into a simple resources bibliography.Tuesday and Wednesday - Students will be taking a Career Inventory as well as making up three lost WYRWednesday reading times.Thursday - DVUSD Research Assessment TestM-Thu - AIMS in the am and Socratic Discussion in the pmMonday - Complete Expository Essay and answer Socratic Discussion questionsTuesday - Socratic Discussion Questions DUE

Monday - Parts of Speech and Sentencing ReviewTuesday - Theme Essay Take #2: How does the theme of Survival (physical or emotional a part of the Hunger Games) and Socratic Discussion questions.Wednesday - Expository write reviewThursday - Writing types - How do I startFriday - 1/2 day AIMS Expository write - VIP (very important practice)!

Monday - Rock Process Narrative: Add or revise social issue, lead sentence, semi-colon, and third person biographyTuesday and Wednesday - Text Research - 7 minute note-takingThursday - Research Team meetings - share research - Begin Go, Don't Go BoardsFriday - Skype with Gary Guller (successfully made it to Mt. Everest twice with only one arm)

October 29-Nov 2Monday - What is Bias? What affects Bias? How can I guard against bias?Tuesday - Homework Journal - Unit Overview Internet Research, easybib.comWednesday - Note-taking in color - Internet ResearchThursday - Text Research - Vocab Quiz (Short Story words)Friday - PEAK p. 1-66October 22-26 - Short Story Elements of Literature Completion and Epilogue WritingMonday - Student revise and complete any and all elements:Point of View, Setting, Characterization, ThemeTuesday - FridayStudents create an Epilogue for one of the short stories they read. Must be one page in length and includes figurative and connotative language.What is Laurie or Vera like as a seventh grader?ORWhat is Greg like in college?

Eight: October 1-5Monday - Introduction to "The Tell-tale Heart"Tuesday - Multi-flow map and Plot Points for Tell-tale and Set goals for Short Story UnitWednesday - Review Close-reading model for Tell-tale and answer questions.Thursday - Begin reading differentiated short stories (each student is given two-three stories that either meet their reading level or exceed their reading level)Friday - Library - reading time.

Common Core ELA Short Story StandardsSpeaking and Listening1. Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacherled)with diverse partners on grade 7 topics,texts, and issues, building on others’ ideas andexpressing their own clearly.a. Come to discussions prepared, having reador researched material under study; explicitlydraw on that preparation by referring toevidence on the topic, text, or issue to probeand reflect on ideas under discussion.b. Follow rules for collegial discussions, trackprogress toward specific goals and deadlines,and define individual roles as needed.Delineate a speaker’s argument and specificclaims, evaluating the soundness of the reasoningand the relevance and sufficiency of the evidence.WritingApply grade 7 Reading standards to literarynonfiction (e.g. “Trace and evaluate theargument and specific claims in a text,assessing whether the reasoning is soundand the evidence is relevant and sufficient tosupport the claims”).ReadingCite several pieces of textual evidence to supportanalysis of what the text says explicitly as well asinferences drawn from the text.1. Cite the textual evidence that most stronglysupports an analysis of what the text says explicitlyas well as inferences drawn from the text.2. Determine a theme or central idea of a text andhow it is conveyed through particular details;provide a summary of the text distinct frompersonal opinions or judgments.2. Determine a theme or central idea of a text andanalyze its development over the course of thetext; provide an objective summary of the text.3. Analyze how particular elements of a story ordrama interact (e.g., how setting shapes thecharacters or plot).Determine the meaning of words and phrasesas they are used in a text, including figurativeand connotative meanings; analyze the impactof rhymes and other repetitions of sounds (e.g.,alliteration) on a specific verse or stanza ofAnalyze how an author develops and contraststhe points of view of different characters ornarrators in a text.Week Seven: September 24-28Monday - Thursday - Jamestown Critical Reading Series.Complete and Review "The Wildride of the Gemini"Overview Process of reading information text - critical reading steps. Skills: Main idea, recalling facts, inferencing, author's approach, vocabulary, critical thinking skills: compare and contrast, cause and effect, sequencingELA Progress Conferences with Mrs. Sprague throughout the week.Friday - Introduction to Short Stories and Close-reading"The Tell-tale Heart"Week Sxi:Monday - Complete Inferrential and Evaluative QuestionsTuesday - What is Active Listening? What does it look like?Set goals for piggybacking, paraphrasing, sincere complimenting.Wednesday - Jamestown Critical Reading Series - Prequiz - "The Wildride of the Gemini"Thursday and Friday - Socratic Discussion

Week Five:Monday - PDSA Study Myth Analysis #3 and Plot line #1Goldilocks: Plot line review and 3 type question intro."Baseball and the Facts of Life"/"Right Field" intro.Tuesday: Sequence "Right Field" using Plot pointsPractice 3-Type QuestionsWednesday - Overview Socratic Discussion MethodReview 3 Type Questions - Begin answeringThursday - Answer 3 Type questionsFriday - Half Day - Read BystanderCCSELAReading LiteratureDetermine a theme or central idea of a text andanalyze its development over the course of thetext; provide an objective summary of the text.Analyze how particular elements of a story ordrama interact (e.g., how setting shapes thecharacters or plot).Reading Information TextDetermine two or more central ideas in a textand analyze their development over the courseof the text; provide an objective summary of thetext.Determine the meaning of words and phrasesas they are used in a text, including figurative,connotative, and technical meanings; analyze theimpact of a specific word choice on meaning andtone.Determine an author’s point of view orpurpose in a text and analyze how the authordistinguishes his or her position from that ofothers.WritingSupport claim(s) with logical reasoning andrelevant evidence, using accurate, crediblesources and demonstrating an understandingof the topic or text.Produce clear and coherent writing in whichthe development, organization, and style areappropriate to task, purpose, and audience.(Grade-specific expectations for writing types9. Draw evidence from literary or informational textsto support analysis, reflection, and research.a. Apply grade 7 Reading standards to literature(e.g., “Compare and contrast a fictionalportrayal of a time, place, or character anda historical account of the same period as ameans of understanding how authors of fictionuse or alter history”).b. Apply grade 7 Reading standards to literarynonfiction (e.g. “Trace and evaluate theargument and specific claims in a text,assessing whether the reasoning is soundand the evidence is relevant and sufficient tosupport the claims”).Speaking and ListeningEngage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacherled)with diverse partners on grade 7 topics,texts, and issues, building on others’ ideas andexpressing their own clearly.a. Come to discussions prepared, having reador researched material under study; explicitlydraw on that preparation by referring toevidence on the topic, text, or issue to probeand reflect on ideas under discussion.b. Follow rules for collegial discussions, trackprogress toward specific goals and deadlines,and define individual roles as needed.c. Pose questions that elicit elaboration andrespond to others’ questions and commentswith relevant observations and ideas that bringthe discussion back on topic as needed.d. Acknowledge new information expressed byothers and, when warranted, modify their ownviewsDelineate a speaker’s argument and specificclaims, evaluating the soundness of the reasoningand the relevance and sufficiency of the evidence.Present claims and findings, emphasizingsalient points in a focused, coherent manner

Common Core State Standards ELA (CCSSELA)*Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.*Compare and contrast a written story, drama, orpoem to its audio, filmed, staged, or multimediaversion, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).*Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details and well structrured event sequences.*Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details and well structrured event sequences.*Determine a theme or central idea of a text andanalyze its development over the course of thetext; provide an objective summary of the text.*Analyze how an author develops and contraststhe points of view of different characters ornarrators in a text. Weeks One and Two: August 13 - 24Monday - Expectations, Surveys and Overview of Language Acquisition and History

Wednesday - Whatcha Reading Wednesdays (WYRW) Overview: Select Reading Materials; Analysis ExpectationsThursday, Friday, Monday, Tuesday, Friday Story Beginnings: Myths and Drama Focus - see standards below. Combination note-taking, summarizing, myth analysis #2Wednesday: Reading RequirementsThursday - Student Reading Inventory Common Core State Standards ELA (CCSSELA)*Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.*Compare and contrast a fictional portrayal of atime, place, or character and a historical accountof the same period as a means of understandinghow authors of fiction use or alter history.*Compare and contrast a written story, drama, orpoem to its audio, filmed, staged, or multimediaversion, analyzing the effects of techniques uniqueto each medium (e.g., lighting, sound, color, or camera focus and angles in a film).Write routinely over extended time frames (timefor research, reflection, and revision) and shortertime frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences.

Tuesday - review for vocab quiz, multi-flow map and character circle map for novel, writing draftsWednesday - Vocabulary Quiz, 1/3 of Drafts due for pair share, and half of reading pages due (Must create a Multi-flow Map and a Circle map for the main character).Thursday Read 19 and 20 in HG Friday - Career Day

Quarter Four Week One

Monday - Students sift their work to find pieces for their portfolio.Also students will be revieiwng Functional Text and completing a prequiz for AIMS practice.Tuesday and Wednesday - Students will review different types of advertising techniques and review jungles and slogansThursday - Students will watch the video A Class DividedFriday - Discrimination Writing - Students will be given a scenario and set organization to write a process narrative.

Quarter Three, Week Eight

Monday - No SchoolTuesday - Myths: Introduction to genre, themes for Echo and Narcissus and other myths in textbook Wednesday - Friday: Jason and the Argonauts videoStudents take Combination Notes and then summarize sections of story.Theme Connection Paragraphs

Quarter Three, Week Five

Monday and Tuesday evenings students need to read Chapters "Secrets" and "Bear and Bull" in PEAK continuing our coding the book for Style.Monday - Students who have completed their homework reading are using watercolors to paint Everest paying close attention to perspective, lighting, shading and other visual art elements.Tuesday - Personification Poetry - students are taking the quote found in the novel, PEAK, "...the mountain will allow who the mountain will allow." and the fact that Everest is actually referred to as a goddess to create a poem that personifies it.This assignment is found in the student packet.Wednesday - no school - Homework: Students - record the Style (this is in your PEAK Packet) elements: flashback, sarcasm, word choices, and hyperbole found in the novel (where you wrote the symbols from the bookmark). This is a simple list of page and paragraphs. Next choose two of the four style elements from the above list and complete the rest of the assignment.This assignment is also found in the student packet. To be collected by Friday.WARNING: Don't forget to study for the Vocabulary Quiz.Thursday (vocabulary quiz) and Friday - Student complete their Persuasive Essay drafts by writing the introduction and body paragraphs.

Quarter Three Week Four - Bolded, light pink assignments due this week!

Monday - Evalute Unit Themes - final notes for Video - Team Everest '03Create Vocab Review CardsTuesday - Organize, synthesize, and evalute Everest research - all note-taking due!Wednesday - Vocabulary game; Organize, synthesize, and evaluate research notes - creating the closing and counterargument for the Flee Map. Thursday and Friday - Rd PEAK through p. 125; complete one Minor Character paragraph, add to Peak's PIES and begin Style reviewFriday - Vocabulary quiz over the first 25% of the words. (Each student has their own list.)

Quarter Three Week Three

Tuesday and Wednesday: PEAK Experience and Reading: Pages 67-97Chart Peak's Character changes - and analyze and record Minor CharactersThursday: Mars Exploration Field Trip and Prompt writingFriday: '03 Team Everest Base Camp Expedition Video - First group of Disabled Climbers, Note-taking

Quarter Two - Week One - Oct. 18-22

Week Nine

This is the last week of the quarter.Tuesday - Thursday and Friday - Read novels and Mini-Socratic Discussions on Tone/Mood Graphs, and Theme - Group Dynamic Score taken each day.Wednesday - Vocabulary work and Visual Thesaurus word lists.

First and Second Hour Sections: ach’s Lie Socratic Discussion Questions

1.Why is keeping a journal so important to Zach AND what problems does it cause?2.What is the significance of Sam Sebesta?3.What is the significance of the Jack in the Box? 4.What is Zach’s greatest difficulty with being placed in the Witness Security Program? Are there any benefits?5.Is Neil Osborne a good father?6.How could Peter and his parents have a better relationship?7.How would you cope in the Witness Security Program?

7th and 8th Hour Sections:1. Who are Grim and Gram?2. How are Max and Kevin the same? Different?3. What is Max afraid of?4. Why do Max and Freak become Freak the Mighty?5. Who is more dangerous to Max, Tony D orIggy?6. Should Grim get a gun to protect his family?

Week Three August 30 - September 3

Monday and Tuesday: Plot Development and Three Type QuestionsThree Type Questions - Practice in identifying and answering each typePlot points: Practice identifying each using The Lorax, Butterbattle book, and Diffendooferday. Wednesday: Set up notebook and Identify Conflicts: Man vs. man, nature, fate, self, societyThursday and Friday: Polish Narrative: The Mistake

Week Two August 23-27

Monday - and Tuesday Write ME Paragraphs include:Learning Styles infoMultiple Intelligence inforLikes and DislikesPercentages from LS and MIFuture PlansWhether or not you like writing the paragraphANDpreview skills using short stories

Wed - FridayThree Type Questions: literal, inferential, evaluativePractice using short story, "Baseball and the Facts of Life" and the Peter, Paul, and Mary song, "Right Field"Begin Socratic Discussion Questions for both texts.